Transitioning back into society successfully after incarceration comes with its downfalls, but educational support could potentially address transitional success, especially for formerly incarcerated women. Previous research mainly focused on exploring education options and recidivism outcomes for formerly incarcerated men. There is limited research regarding formerly incarcerated women and their educational needs within adult education programs. The purpose of this qualitative inquiry study was to describe study habit challenges for formerly incarcerated women within adult education programs. A further aim was to develop educational recommendations to promote successful study habits and potentially further educational attainment for formerly incarcerated women. Malcolm Knowles' theory of andragogy was used to provide an understanding of how study habit challenges of formerly incarcerated women are viewed by the individual woman and by program staff who develop strategies and tools to assist learning for these adults. Eight formerly incarcerated women enrolled in adult education programs participated in semi-structured interviews, and eight program staff participated in a focus group. Data were analyzed using a thematic approach to better describe formerly incarcerated women's study habit challenges in adult education programs. Results indicated that formerly incarcerated women have challenges with studying while addressing both internal and external student challenges. This study may bring about positive social change by creating awareness of needs for formerly incarcerated women related to education, as well as related to overall successful transitioning back to the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]